The impact of Public Private Partnerships on education: A case study of Sewell Group Plc and Victoria Dock Primary School

Abstract

Purpose

The purpose of this paper is to examine the implications of Public Private Partnerships (PPPs) for education delivery, attainment, attitude, behaviour and attendance. Partnership success factors are identified, and transferable lessons extracted. Barriers to the success of the partnership are explored and suggestions for improvement are made.

Design/methodology/approach

Case study of the first PFI school in the UK. This involved a systematic literature review and collation of data on impact on Victoria Dock Primary School, four face‐to‐face in‐depth interviews with Sewell Group Plc and Victoria Dock Primary School staff, and three face‐to‐face in‐depth interviews with experts in the education sector.

Findings

Findings suggest that the impact of the partnership on education is positive. Pupils perform significantly better than both the average Hull and national primary schools. There appears to be a positive impact on attitude, behaviour and attendance.

Research limitations/implications

Caution is issued regarding generalisability of findings on account of this being a single case study.

Practical implications

The findings have implications for those involved in PPPs, or those considering entering such a partnership. A very useful source of information and advice about the ingredients required for successful partnerships.

Originality/value

This study adds evidence to the existing limited evaluative work that has been completed on PPPs with regard to their impact on education. This includes delivery, attainment, behaviour and attitude, and attendance.

Citation

Gibson, H. and Davies, B. (2008), "The impact of Public Private Partnerships on education: A case study of Sewell Group Plc and Victoria Dock Primary School", International Journal of Educational Management, Vol. 22 No. 1, pp. 74-89. https://doi.org/10.1108/09513540810844576